Hey with Zion Primary School

English

At Hey with Zion, teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

Pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This enables them to clarify their thinking as well as organise their ideas for writing.

Teachers develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and are encouraged to read for pleasure. We promote wider reading. Each classroom has a library area and we set ambitious expectations for reading at home. Pupils are expected to develop the stamina and skills to write at length, with accurate spelling and punctuation. They are taught the correct use of grammar. They build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do includes narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They set out to increase pupils’ store of words in general; also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils are taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.

Purpose of Study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.

Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Spelling, Handwriting and Reading Comprehension are all taught in both discrete and cross curricular lessons and we listen to all our children read on a one to one basis. Specific small group activities supplement the whole class learning context.

Below is our overview of study units, which are taught in English lessons from a context of particular genres and applied throughout the curriculum in extended writing, reading comprehension, speaking and listening contexts.

Phonics

We use Letters and Sounds, the main DfE scheme, for the teaching of phonics and we supplement this with Jolly Phonics. Our Key Stage One reading scheme is Oxford Reading Tree.

Key Stage One: Cycle A:

CYCLE A
Literacy
Extended Writing

Half Term 1
Stories with familiar settings
Instructions and Dictionaries
Stories with familiar settings – (zoo/class trips/ seaside etc)

Half Term 2
Poetry- Patterns on the Page
Traditional Stories to include from other cultures
Poetry- Patterns on the Page (Countries and places in the UK, Celebrations)

Half Term 3
Non chronological reports
Different stories by the same author
Traditional Stories to include from other cultures – (Animals including humans)

Half Term 4
Information Texts
Poetry Really looking
Non chronological reports – Easter Sunday

Half Term 5
Extended stories and significant authors
Silly stuff
Information Texts – (Everyday materials and their uses, The lives of Significant Individuals)

Half Term 6
Explanations
Additional based text unit. Really looking
Silly stuff

Key Stage One: Cycle B

CYCLE B
Literacy
Extended Writing

Half Term 1
Stories with familiar settings
Instructions -persuasion
Labels, Lists and Captions
Explanations – (E-safety)

Half Term 2
Poetry- using the senses
Stories from a range of different cultures and predictable patterned language
Labels, Lists and Captions – (Finding Our Way)

Half Term 3
Recount, Non chronological reports
Stories from a range of different cultures and predictable patterned language – (Friends and Neighbours)

Half Term 4
Traditional and fairy stories
Poetry- pattern and rhyme
Non chronological reports –( Changes within living memory)

Half Term 5
Information texts
Significant authors
Traditional and fairy stories – (Continents and Oceans mermaids . Atlantis / Pirates)

Half Term 6
Explanations
Stories about fantasy worlds
Information texts
Significant authors -( Significant historical events, people and places in their own locality)

Lower Key Stage Two: Cycle A

CYCLE A
Literacy
Extended Writing

Half Term 1
Historical narrative
Newspapers and magazines
Non-chronological reports

Half Term 2
Poetry: Images
Narrative: imaginary worlds
Journalism

Half Term 3
Non-Fiction: Information texts
Narrative: other cultures
Historical narrative

Half Term 4
Non-Fiction: Explanation texts
Poetry: form
Information text

Half Term 5
Narrative: stories which raise issues/ moral dilemmas
Non-Fiction: persuasive texts
Explanation texts

Half Term 6
Plays
Persuasive texts
Narrative: myths/ legends

Lower Key Stage Two: Cycle B

CYCLE B
Literacy
Extended writing

Half Term 1
Stories with familiar settings
Non-Fiction: reports
Recount

Half Term 2
Narrative: Myths and Legends
Poetry to perform
Non-Fiction: Instructions (begin)
Non-Fiction: reports

Half Term 3
Non-Fiction: instructions (continue)
Narrative: adventure and mystery
Stories with familiar settings

Half Term 4
Non-Fiction: information texts
Poetry: shape poems and calligrams
Information texts

Half Term 5
Narrative: authors and letters
Language play
Instructions

Half Term 6
Plays
Letter writing

Upper Key Stage Two: Cycle A

CYCLE A
Literacy (Y6)
Literacy (Y5)
Extended writing

Half Term 1
Narrative- genres
Non-Fiction: biographies
Narrative: significant authors
Non-Fiction: instructions
Stories which raise issues

Half Term 2
Poetry: imagery
Narrative: extending narrative
Narrative: authors and texts
Poetry- style
Narrative: myths and fables
Biographies

Half Term 3
Non-Fiction: journalistic writing
Stories with flashbacks
Non-Fiction: Recounts
Narrative: other cultures
Narrative, myths and fables

Half Term 4
Poetry: finding a voice
Non-Fiction: Argument
Poetry revision
Narrative: older literature
Poetry: classics
Journalistic writing

Half Term 5
Non-Fiction: formal/ impersonal writing
Narrative revision
Non-Fiction: persuasive writing
Poetry
Argument

Half Term 6
Non-Fiction revision
Additional based text unit
Narrative: film
Narrative: dramatic conventions
Performance poetry
Persuasive writing

Upper Key Stage Two: Cycle B

CYCLE B
Literacy Y6
Literacy Y5
Extended writing

Half Term 1
Narrative- genres
Non-Fiction: biographies
Narrative: significant authors
Non-Fiction: instructions
Stories with imaginary settings

Half Term 2
Poetry: imagery
Narrative: extending narrative
Narrative: authors and texts
Poetry- style
Narrative: myths and fables
Biographies

Half Term 3
Non-Fiction: journalistic writing
Stories with flashbacks
Non-Fiction: Recounts
Narrative: other cultures
Authors and texts

Half Term 4
Poetry: finding a voice
Non-Fiction: Argument
Poetry revision
Narrative: older literature
Poetry: classics
Narrative other cultures

Half Term 5
Non-Fiction: formal/ impersonal writing
Narrative revision
Non-Fiction: persuasive writing
Argument

Half Term 6
Non-Fiction revision
Additional based text unit
Narrative: film
Narrative: dramatic conventions
Performance poetry
Formal / impersonal writing